A Teacher's Pledge

As educators, it is our obligation to hold all students to the same academic standards. Our number one mission should be to find ways to enable each and every student to achieve academic success. The standards given to us by the state are meaningless if we don’t believe every student needs the skills and knowledge within them. How would we determine who cannot or should not succeed? What gives anyone the right to write off a child in any way?

In one of my first years of teaching I attended a pre-school year faculty meeting that started with a slide show introducing the staff to the twin grandsons of one of the administrators. These two soon-to-be seventh graders were about to enter our school. The pictures, music, and the assistant principal's loving tribute to them served to let us know how special these boys were, and to give us a heads up about their unique needs. All I kept thinking was: when would the parents of all the other incoming students be making their presentations? Isn’t each child unique and precious to them? Aren’t parents entrusting us to see every child that way?

We wouldn’t think it is the patient’s fault if a doctor has trouble finding the right treatment for a medical condition. As the expert, we would expect that doctor to keep trying different things for the good of the patient. The standard is health, and all deserve it. Some treatments come easily, but some require creativity and tenacity.  Sure, there are still incurable conditions out there, but why are there researchers if they don’t think a cure is possible? A condition is incurable until an answer is found by someone who cares enough to discover it.

Comparing the practice of medicine to education is not an extreme analogy. No two patients' conditions are exactly alike, so it is with children. Their only academic limitations are because we--the experts--have failed to find the right “treatment.” If what a child needs is unique, difficult, or as yet undiscovered, does that mean we give up? Do we blame them for not fitting into some existing process just because it has worked for some in the past?

If each child is unique, and every one of them deserves academic success, how do we get there? To me, the approach to effective education can be summed up as a combination of compassion and confidence. We care, and should show it overtly with every interaction. We show it by never giving up—no matter the child, no matter the challenge. The confidence part comes from the belief we have in our students and in ourselves. We have to believe every student can meet or exceed the academic standards, and that we are the ones who can--and will--get them there. (Can't I hope that I am the one who will eventually discover the cure for the common apathy?)

How do we get every child to succeed? My experience has taught me that the answer is: in any way possible. We need to look at each child and circumstance as a “custom job.” We can't blame the student or ourselves if what we’re doing isn’t quite working this time. We have to be glad we can create, discover, and share to the benefit of the most precious thing on earth--a child. And we just need to keep trying.

Continuing the teacher/doctor analogy, I created an educator's take on the doctors' Hippocratic oath and have included it here. I think every teacher should have to take this pledge. It is why we do what we do. The next time you question a teacher, are frustrated by one, think they have too much time off or make too much money (LOL), think of just what type of person would take this oath for YOUR child. Someone who will not give up on him no matter what, amongst huge class sizes, less and less materials, high stakes testing, decreasing salaries and benefits, and lessening job security. This is one teacher who believes every word of this oath and tries to live it every day--and night. Because I don't "punch out" after school, on weekends, OR in the summer. My pledge to your child is with me 24/7 and I am constantly searching, learning, worrying, and creating for HIM. I don't make as much as a doctor, or garner the same societal respect, but I take your child's academic health just as seriously.

The Educator’s Pledge  (Modeled after the MD’s Hippocratic Oath) by MP Wilkinson

I swear to fulfill, to the best of my ability and judgment, this covenant:

I will apply, for the benefit of the students, all measures that are required for their success, with the knowledge that they can and will succeed.

I will remember that I am the key to student success and it is my responsibility. I will form the positive relationships with my students that will directly affect their motivation, effort, confidence and achievement.

I will remember that teaching is an art, and that empathy, compassion, understanding, and individualization of approach may outweigh any accepted practice or research.

I will not be ashamed to say "I know not," nor will I fail to call in my colleagues, parents, and the community when the skills of others are needed for a student’s success.

I will respect the hard-won gains of those educators and researchers in whose steps I walk, and gladly share such knowledge as is mine with those who are working with me, and those to follow.

I will conduct myself in a professional manner modeling appropriate appearance, communication, conduct, and social skills. I will respect, enforce and embody the policies and principles of the school at all times.

I will respect the privacy and dignity of my students, colleagues, families and community, and tread with care and reflection in all matters. I will remember that each student and situation is special and unique, and must be treated as such.

I will remember that I am responsible for the growth and development of the whole child who will not be judged by individual failures or measures.

I will prevent confrontations whenever I can, dealing with issues one-on-one in a reflective, positive, respectful way at the appropriate place and time. I will come to my profession with a positive, problem-solving attitude addressing challenges head-on and collaboratively.

I will remember not to take student rebellion, resistance, or pushback personally, realizing that these are the means by which students grow, learn, develop, and test my commitment to them.

I will retain my humility with the knowledge that my personal and professional growth is essential and ongoing.

I will remember that I remain a member of society representing educators, with special obligations to all my fellow human beings, regardless of their connection to my profession or school.

 If I do not violate this oath, may I enjoy life and art, respected while I live and remembered with affection thereafter. May I always act so as to preserve the finest traditions of my calling and may I long experience the joy of educating those in my care.